Terms Of Emotional Engagement Research Articles

The Impact of Different Kinds of Collaborative Prewriting on EFL Learners’ Degree of Engagement in Writing and Writing Self-Efficacy

Despite claims concerning the positive impact of prewriting planning, particularly of a collaborative type, research has not produced consistent results. The present study was conducted to investigate the effect of different types of prewriting planning on students’ writing self-efficacy and their cognitive, behavioral, and emotional engagement. The participants were three groups of advanced Iranian EFL students at the Iran Language Institute exposed to one of the following conditions: peer-led collaborative prewriting (PLCP), teacher-led collaborative prewriting (TLCP), and individual prewriting (IP) groups. A number of one-way ANOVAs conducted on the data drawn from the learners’ written performance and questionnaires revealed that the PLCP group outperformed the other two groups on behavioral engagement and the fluency measures of cognitive engagement. However, the TLCP group had a better performance in terms of emotional engagement. As for accuracy and complexity, the other two aspects of cognitive engagement, the three groups showed no significant difference. In addition, PLCP and TLCP groups were similar concerning their self-efficacy and outperformed the IP group in this regard. On the whole, the results showed that each of the prewriting activities employed in this study could have its own distinct role in learners’ cognitive, emotional, and behavioral engagement as well as their self-efficacy.

Investigation of the 5th Grade Students’ Engagements in Mathematics Course towards Student Opinions

<p style="text-align:justify">The research was conducted to determine the opinions of students (10-11 years) on their engagement to mathematics course. These students are 5th grade students at a secondary school in Turkey. Qualitative research method was used in the research. At the study, designed as case study, a total of seven secondary school students were participated the research. The study group was constituted with “snowball sampling” technique of purposeful sampling methods. The data was collected by a semi-structured interview form. Sixteen-page interviews obtained from the interviews were transferred to the computer. Data analysis was performed in content analysis. Codes were listed as a result of analysis. Common themes were constituted from the codes. As a result of the research, three themes, (cognitive, social and emotional engagement) eleven sub-themes and eighty nine codes were determined. It was seen that the students’ most preferred superficial strategies in terms of cognitive engagement; negative opinions towards group work in terms of social engagement; value given to math course in terms of emotional engagement. Students preferred least getting support sub-theme in terms of cognitive engagement; competitive sub-theme in terms of social engagement; value to the mathematics teacher sub-theme in terms of emotional engagement.</p>

The anatomy of adolescents’ emotional engagement in schoolwork

This study explores the complexity of emotionally engaging schoolwork among students by analysing the interrelation between the affective and the social dimensions of emotional engagement. The data were collected from 78 Finnish sixth-grade (aged 12–13 years) and 89 eighth-grade (aged 14–15 years) students using picture tasks. The results show that the main elements of the affective dimension are the valuing of schoolwork and the enjoyment of learning, and the main element of the social dimension is a sense of belonging in terms of social cohesion and the support experienced by students. Furthermore, the results suggest that emotional engagement has internal dynamics: the affective and social dimension influence each other, regulating the students’ sense of emotional engagement. Consequently, neither of the dimensions alone result in strong, balanced emotional engagement. In addition, the results show that the relation between the affective and social dimension was more unbalanced in the peer interaction than in the teacher–student interaction at both grade levels. This suggests that tensions in the peer interaction at school make for a more complicated context in terms of emotional engagement.

Does Emotional Non-Expressiveness or Avoidance Interfere with Writing about Stressful Life Events? An Analysis in Patients with Chronic Illness

Writing about traumatic events can produce health benefits, yet emotionally non-expressive or cognitively avoidant individuals may be unwilling or unable to express their emotions. This study examined non-expression, cognitive avoidance, response to writing, and subsequent health. As part of a larger study, participants ( N = 71) with asthma or rheumatoid arthritis (RA) wrote about traumatic experiences for 20 min on three consecutive days. Alexithymia, denial, behavioral disengagement, mental disengagement, focus on/venting of emotions, avoidant thoughts, and health status were assessed at baseline, health status again 4 months after writing. Essays were coded for how personal and how emotional they were, and for narrative structure. Non-expression and cognitive avoidance were neither related to how personal or emotional essays were, nor to affective response to writing. High levels of denial or avoidant thoughts predicted less narrative structure. Avoidant thinking marginally predicted health improvements in RA patients. Results suggest that non-expression and cognitive avoidance do not interfere with writing in terms of emotional engagement, but may influence narrative use.